How many middle schools are in the us

US Census Bureau Private schools rely heavily on student enrollment as a main source of income, to compensate for lack of government funding. Industry revenue is expected to grow 1. Private schools scored on average a mean composite score of Overall, the scores remained consistent across the different sections of the ACT. This number has been steadily increasing as there were The compensation for teachers varies by geographic location.

There were about 1,, teachers in high school, which means there were about 45 teachers per high school. The growth of junior high schools in us has seen a positive trend since From , there were 1, combined elementary and secondary schools.

The most recent recordings show that combined schools are now at 6, There will be approximately 3. The contrast in student enrollment is mostly attributed to the cost. This is about the same cost required to enroll in a private school, however, enrollment with public schools does not require the same payment upfront because most of it is paid through the government. The number of secondary schools has decreased steadily over the years. In , for instance, the number of high schools in the US was 27, In , however, that number has decreased to 26, educationdata.

American Charter VS Traditional Publics Schools Statistics A charter school is a school that typically relies on public funding but is also governed by another group under legislative contract.

There were more than 7, charter schools in , the last recorded date for charter schools in the U. Currently, there are also 99, traditional public schools. In , that same law would be passed in 43 states, meaning charter schools are most likely not going anywhere. One-third, however, were created by management organizations that operate multiple schools.

The latter is a combination of non-profit and for-profit. In , This means that roughly 1 in 10 students are students with special needs. The number of magnet schools in the United States reached 3, in This is a slight increase from the previous year, which had about 3, magnet schools. Common programs for vocational schools include welding, cosmetology, plumbing, carpentry, locksmithing, electrical installation and maintenance, motorcycle and automotive repair, floral design, medical transcription, and hotel and restaurant management.

These professions require technical knowledge, but not as much of the rigorous academic pressure a biology major might be dealt with.

Common students may have experiences with substance abuse, personality disorders, depression, violence, and other personal issues that can inhibit functioning in a traditional environment.

Other key facts about school sizes in the U. If there are , schools in the U. The number, however, is an increase for elementary schools, and a decrease for secondary schools.

Visited 11, times, 6 visits today. Leave a Reply Cancel reply You must be logged in to post a comment. Almost a third There are 13, regular school districts in the U.

Note: Regular districts exclude regional education service agencies and supervisory union administrative centers, state-operated agencies, federally operated agencies, and other types of local education agencies, such as independent charter schools.

But the rest of the top 10 may surprise you:. Superintendents in large cities stick around for an average of 6 years, according to a report by the Broad Center. According to data from four years earlier , almost 3. How many students attend private schools? What are the religious affiliations of those schools?

In total, 5,, students attend private schools, according to NCES data. There are an estimated 1,, homeschooled students. After doubling between and , the number of homeschooled students in the United States appears to have leveled off. This overview of homeschooling includes more information on the topic. According to data , the majority of public school students attend suburban schools, but enrollment in urban schools is not far behind.

Meanwhile, most private school students attend schools in the city. The school year was the first in which the majority of public schoolchildren were minorities. For a look back at what that milestone meant for schools, revisit this story from As of , However, of the In , 5.

The national graduation rate is 86 percent , according to NCES data. The graduation rate has increased by 7 percentage points from to More on that here. Hover over a state in this interactive map to see its graduation rate in , broken down by demographic groups:. There are 90, public school principals in the U. Teaching continues to be a profession dominated by women. According to numbers from NCES Another finding from recent federal data: Charter school principals are more diverse.

Read more. Of course, teacher salaries vary widely from state to state. Here are numbers. According to NCES data from , As of June , the National Education Association had about 2. As of June , the American Federation of Teachers had almost 1. On average, in the fall of , there will be The state with highest student to teacher ratio is, as of , Arizona , with The state with lowest student to teacher ratio?

California's report, Caught in the Middle , was followed by a long line of reports from Florida, Maryland, Louisiana, and at least fifteen other states. Kellogg Foundation began advocating and funding middle-grades reform initiatives. These efforts helped solidify the consensus on the kinds of supportive structures and responsive practices needed by students in the middle grades e. At this time, research in the middle grades by a wide variety of researchers began to show that schools serving early adolescents, especially middle schools, were increasingly implementing educational programs that were based on these recommended practices for the middle grades.

Fewer schools were middle schools only in name. Anthony Jackson and Gayle Davis noted in that "structural changes in middle-grades education—how students and teachers are organized for learning—have been fairly widespread and have produced good results" p.

Changes in practice that ensure each student in a middle-grades school has more support from and more meaningful relationships with caring adults at the school have reduced the negative shifts in students' motivational beliefs during the middle grades. Schools-within-schools, looping assigning teachers to the same students for two or three years , semidepartmentalizion assigning a teacher to teach two subjects to three class sections rather than one subject to six class sections , and interdisciplinary teaming with a common planning period for the teachers on a team are examples of structural reforms that have been made in many middle-grades schools.

Such reforms have been found to increase students' well-being and perceptions that their teacher cares about them and their learning, and to strengthen teacher—student relationships. In turn, when middle-grades students perceive their teachers care about them and their learning, they are more likely to report that they try to do what their teachers ask them to do and give their best effort in class, and they are less likely to engage in risky behaviors. In sum, many middle-grades schools have succeeded in changing their climates and structures to become what Joan Lipsitz and colleagues, in , called "warmer, happier, and more peaceful places for students and adults" p.

However, as David Hamburg noted in , changes in climates and structures "are necessary but not sufficient for major improvement in academic achievement" p. That is, while modest achievement gains may result from changes in school organization—such as semidepartmentalization, team teaching, or creating smaller learning environments—major achievement gains are obtained only in schools that have implemented both changes in school organization and in curriculum, instruction, and professional development changes that assist teachers to "transmit a core of common, substantial knowledge to all students in ways that foster curiosity, problem solving, and critical thinking" Hamburg, p.

For example, in a study by Robert Felner and colleagues of a group of thirty-one Illinois middle schools, those schools that had made both structural and instructional changes that were consistent with Turning Points recommendations achieved substantially better and displayed larger achievement gains over a two-year period than did similar schools that had implemented at least some of the key structural changes outlined in Turning Points, but not changes in curriculum and instruction.

Another study suggesting the critical importance of going beyond just structural changes in improving achievement was conducted by Steven Mertens, Nancy Flowers, and Peter Mulhall in , and involved middle-grades schools in Michigan. When these researchers analyzed outcomes in schools that had one of the key structural changes in place interdisciplinary teams that were given high levels of common planning time , they found that achievement gains were much higher among the subset of these schools that had a received a grant from the Kellogg Foundation that made it possible for their teachers to engage more regularly in staff development activities focused on curriculum and instruction.

In fact there is even evidence from this study that staff development may be more important than common planning time in facilitating achievement gains. Schools whose teams had inadequate common planning but had a grant that made frequent professional development possible showed more achievement gains than did schools without grants, even those whose teams had high levels of planning time. Unfortunately, high-performing middle schools are still rare, because "relatively little has changed at the core of most students' school experience: curriculum, assessment, and instruction" Jackson and Davis, p.

Although structures and practices that are in keeping with the best of the middle-grades reform documents are an essential foundation for middle-grade reform, dramatic and sustained improvements in student performance occur only if teachers also provide all students with markedly better learning opportunities every day.

One particularly vexing problem that plagued junior high schools and continues to plague middle schools is what Samuel H. Popper termed being "a school without teachers" p. Because of the lack of teacher education programs and licensure that focus on the middle school level, the majority of young adolescents are taught by teachers who prepared for a career as an elementary or high school teacher.

Fewer than one in four middle-grades teachers have received specialized training to teach at the middle level before they begin their careers. As a result, teachers who wind up teaching in middle schools, even those who discover that they enjoy teaching middle school students, find themselves woefully unprepared to work with this age group. Thomas Dickinson commented in that these instructors enter middle schools "unschooled in appropriate curriculum and instruction for young adolescents, and ignorant of the place and purpose of middle school organizational practices and the complex role of the middle school teacher" p.

This is clearly one reason why curriculum and instruction in the middle grades continues to show little improvement over time. There is a growing consensus to support specialized teacher preparation at the middle-grades level. Numerous studies show that middle-grades teachers and principals favor specialized teacher preparation of middle-grades teachers.

Perhaps the only solution to this enduring problem is for states to establish mandatory requirements for middle-level licensure that do not overlap significantly with licensure for elementary school or high school teachers.

This will serve as an incentive for colleges and universities to establish specialized programs that prepare practicing and future teachers to work effectively with middle school students, curricula, and instructional practices, and also as an incentive to teachers to pursue this specialized training. Unfortunately, there is also a lack of middle-school principal preparation. The same can be said for the licensure of middle school principals" Dickinson, p.

The National Forum to Accelerate Middle Grades Reform declared in that high-performing middle schools are "academically excellent, developmentally responsive, and socially equitable" p. If such middle schools are going to become the norm rather than the exception, both middle school teachers and principals need more specialized preparation and continuing professional development to support and sustain their trajectory toward excellence.

Schools in the Middle: Status and Progress.